Education
Education Minister Expresses Readiness to use Scientific Findings to Revive Sector
Published
4 years agoon

The First Lady and Minister of Education and Sports, Hon. Janet Kataaha Museveni while presiding over the Makerere University Research and Innovations Fund (Mak-RIF) College of Education and External Studies (CEES) Open Day has expressed Government’s and her Ministry’s preparedness to learn from the scientific evidence generated by research and innovations to guide the sector’s recovery from the effects of COVID-19.
The Open Day held physically in the Central Teaching Facility 1 (CTF1) and streamed online to a virtual audience on 7th October 2021 was based on the theme “Education Research for Sustainable Development”. It was graced by the Chairperson of Council Mrs. Lorna Magara, Vice Chancellor Prof. Barnabas Nawangwe, Chairperson Mak-RIF Grants Management Committee (GMC) Prof. William Bazeyo, University Secretary Mr. Yusuf Kiranda, Principal CEES Prof. Fred Masagazi Masaazi, Deputy Principal CEES Assoc. Prof. Paul Birevu Muyinda, Staff as well as Students.
“The Government is committed to supporting research and innovations in Universities, as you really now know, to provide high quality data to inform policy decisions. I want to encourage you to prioritise projects that are crucial to social and economic transformation” remarked the Honourable Minister.
She particularly took note of the “Inter-disciplinary Enhancement of Science Education in the Uganda Primary Thematic Curriculum” project as timely. The project among other objectives sought to appraise the importance of folklore in the teaching and learning of science in lower primary education.
“I think it is time that we find a way to bring out those issues in science that make sense to each child at a primary level in their mother tongue. That is when science will make sense to us and we will become transformational” urged the First Lady.
She lauded the researchers and University for the individual and institutional efforts to support the Education sector’s development and review of curricula at various levels, development of a National Teacher Policy as well as the Early Childhood Development Framework. She equally acknowledged Makerere’s support to the establishment of the Uganda National Institute of Teacher Education as well as to the ongoing development of the Digital Agenda of the Education and Sports sector.
“The Ministry appreciates all these contributions and I call upon you to continue supporting the Ministry in all possible ways – you must understand that a strong Ministry of Education is a strong sector of National Education throughout the country” she said.
The Minister commended the Mak-RIF GMC for identifying projects with the capacity to influence national development, noting that “the showcase projects are testimony that the funds are being properly utilised and it is my prayer that universities continue to do more and indeed live the purpose for which they exist as knowledge hubs for development.”

She applauded the University Council and Management for the efforts to support continuity of learning for students, and urged all in attendance to join hands and mobilize staff and students to get vaccinated in preparation for the reopening of tertiary institutions on 1st November using a staggered approach.
The seven presentations by CEES at the dissemination included;
- Investing in Data and Research to Inform Education Policy by Prof. Anthony M. Mugagga,
- Resilient Communities for Quality Primary Education in Uganda (ReCoPE) by Mr. Philemon Mukisa & Mrs. Alice Nankya Ndidde,
- Enhancing Continued Learning to Rural Contexts during the COVID-19 Lockdown: Case of Kyotera District Rural Contexts by Dr. Tom D. Balojja,
- Mapping Makerere University’s Capacity to Mainstream e-Learning in University Education by Dr. Michael Walimbwa,
- Pedagogical Leadership for Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to work (PLASHE-WILL) by Dr. Ronald Bisaso,
- Using Blended Learning to Fast Track Capacity Development for Teachers Implementing the Lower Secondary School Curriculum (BL4CD) by Dr. Paul Birevu Muyinda and
- Inter-disciplinary Enhancement of Science Education in the Uganda Primary Thematic Curriculum by Dr. Henry Busulwa.
The Chairperson of Council Mrs. Lorna Magara in her remarks welcomed the First Lady to CEES her college where she is a treasured alumna, and thanked her for the charismatic leadership of Uganda’s Education sector during the COVID-19 pandemic.
She noted that the Open Day had been made possible with generous support from Government to Research and Innovations at Makerere University to the tune of UGX 30 Billion annually and on behalf of the University leadership sincerely appreciated the gesture.
“The College of Education and External Studies has been a centre of excellence in pedagogy since the founding of the School of Education. Presently we have challenged the college to deliver research and innovations that prepare responsive professionals for the emerging realities in teaching and learning including globalization and technology and the COVID-19 situation and I can say that they have responded well” remarked Mrs. Magara.
The Chairperson of Council added that Makerere has relied on CEES for leadership through the Institute of Open, Distance and e-Learning (IODeL) to deliver the blended learning model, which enabled teaching and student assessment to continue during the COVID-19 lockdown.

The Vice Chancellor Prof. Barnabas Nawangwe in his remarks prior to the Chairperson’s welcomed the First Lady and Honourable Minister “home” and sincerely thanked her for the support in obtaining Cabinet approval for funds to reconstruct the University’s iconic Main Building.
He noted that Makerere was already taking giant steps one year into implementing her ten year strategic plan aimed at making her a research-led University, thanks to the generous support from the Government of Uganda through Mak-RIF and the Presidential Scientific Initiative on Epidemics (PRESIDE).
“The two interventions by Government have enabled us to improve our research infrastructure and avail funds to our researchers. Practically every College, School and Department is now engaged in research and development activities” appreciated Prof. Nawangwe.
The Vice Chancellor acknowledged the central role played by CEES in enabling the University to continue conducting teaching and assessment despite the challenges posed by COVID-19. “We are happy to share the expertise developed at Makerere with our sister universities in Uganda.”
He added that the seven research projects presented at the Open Day were proof of Makerere’s enormous capacity to find solutions to the challenges that face Uganda’s Education system right from Pre-Primary to Universities, especially in the wake of COVID-19. The Vice Chancellor renewed the University’s call to Government to fund graduate student education, noting that this would help the country to develop faster.
“Honourable Minister, Makerere is ready to support you in your enormous task of enabling recovery of the Education sector from the effects of COVID-19, and I would like to believe that the presentations that you have listened to and seen are testimony to that readiness” affirmed the Vice Chancellor.

Speaking on behalf of the Mak-RIF GMC, the Chairperson Prof. William Bazeyo paid tribute to Hon. Janet Museveni for being that Minister of Education and Sports that inspired Makerere to become a research-led University. “We responded to your call and here we are to show the fruits of what you inspired us to do and we sincerely thank you.”
He thanked the Chairperson of Council for embracing the Minister’s vision for Makerere University to become research-led and the Vice Chancellor for taking up the mantle. “Getting Makerere to have this research and come up with findings that help Government and respond to national development goals is not easy and I want to thank you Professor Nawangwe.”
Prof. Bazeyo equally paid tribute to the College Principals and researchers for coming up with projects that will impact the Ugandan society saying, “I want to thank my colleagues and congratulate the Principal and your team for the great job done.”
On this note, he was pleased to inform the Honourable Minister that findings from one of the projects “Enhancing Continued Learning to Rural Contexts during the COVID-19 Lockdown: Case of Kyotera District Rural Contexts” revealed that the greatest impact on teaching and learning during the COVID-19 lockdown had been as a result of the teaching materials whose distribution she strongly advocated for.
“And now we have evidence to show that what the Ministry (of Education and Sports) did was the right thing” added Prof. Bazeyo.

The Principal Prof. Fred Masagazi Masaazi in his address thanked the First Lady and Minister for accepting the invitation to grace the Open Day. “This is an important day in many ways; first, we are proving our capacity as a College in contributing to National Development through posing questions on Education issues and providing answers to some.”
He added that as Makerere University marks 100 years of service and contribution to the world, CEES had commenced her celebrations with the Open Day, and preparations were underway to host a reunion day for the College’s alumni adding, “We are hopeful that our Chief Guest will join us.”
Prof. Masagazi Masaazi shared that their research findings had indicated that the education sector was not likely to go back to the pre-COVID-19 school setting, but was well primed for change through innovative re-imagination. He cited curriculum, instructional materials, assessment, teacher preparation, retooling of teachers, leadership, and leadership development as some of the areas that would need to be innovatively re-imagined.
The Principal pledged his college’s commitment to continue providing innovative education solutions through the establishment of the Makerere University Institute of Teacher Education Research, “which will mainstream and further institutionalize cutting-edge research on teacher education in Uganda and beyond.”
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Education
Trump vs. Harvard: A Threat to Academic Freedom Driving African Students to China
Published
2 days agoon
May 29, 2025By
Mak Editor
By Eutychus Ngotho Gichuru
The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.
Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.
For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.
Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.
Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.
This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.
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Education
Admission List to Bachelor of Education External (BED) 2025/26 -Private Sponsorship
Published
1 week agoon
May 22, 2025By
Mak Editor
The Office of Academic Registrar, Makerere University has released the admission list of Diploma holders provisionally admitted to Bachelor of Education (EXTERNAL) programme under Private Sponsorship for the Academic Year 2025/2026 pending verification of their academic documents by the awarding institutions.
The List can be accessed by following the link below:
Education
Makerere University embarks on developing e-Learning Digital Transformation Roadmap
Published
3 weeks agoon
May 8, 2025
Makerere University has been selected to participate in Phase 2 of the e-Learning Initiative aimed at the development of a five-year digital pedagogy transformation roadmap (2025-2030).
This noble task championed by the College of Education and External Studies (CEES) through its expert team at the Institute of Open, Distance and e-Learning (IODeL) will shape the future of e-learning and digital education in Uganda.
In phase 2, the Mastercard Foundation commits to supporting e-Learning and digital transformation based on the needs of each institution. Makerere University’s consideration for Phase 2 follows the successful implementation of phase 1 of the Mastercard Foundation Scholars Program e-Learning Initiative (2021-2024), which registered remarkable achievements.
‘In a bid to consolidate the gains of phase 1 and transition into a digitally resilient and learner-centred institution, Makerere University has been selected to participate in phase 2 of the e-Learning Initiative. Led by the Mastercard Foundation in partnership with Arizona State University (ASU), phase 2 aims to support partner universities in designing and implementing a five-year digital pedagogy transformation roadmap (2025-2030),” highlighted Prof. Paul Birevu Muyinda, the Director of IODeL.
Speaking at the co-creation workshop held on 24th April 2025 at Speke Resort Munyonyo, Prof. Birevu Muyinda said: “During phase 1, Makerere University registered significant achievements in e-Learning. I am glad that you have convened here today during the e-Learning Digital Transformation workshop, to receive the dissemination results as we work together to prepare for phase 2, which focuses on the unique needs for each institution.”

Through phase 1, which aimed at enhancing the e-learning capabilities of partner institutions, Makerere University strengthened the existing Makerere University e-Learning Environment (MUELE), conducted onboarding workshops for the university leadership, trained teaching staff and students, and engaged teaching staff to develop content for online courses.
According to Prof. Birevu Muyinda, the specific achievements of phase 1 of the e-Learning initiative included the following:
- Training of 1,280 faculty members
- Development of 2,579 courses out of 2,560 representing 100.74%
- Development of four (4) support services modules
- Capacity building for over 7,000 students
- Training and recruitment of 32 e-Learning champions
- Upgrading of the Makerere University e-Learning Environment (MUELE)
- Acquisition of e-Learning infrastructure namely five (5) multi-media studios, a video streaming server and all in one printers.
The co-creation workshop for phase 2 and dissemination of results for the concluded phase 1, brought on board over 75 participants comprising members of Makerere University Management, the Principal and staff of the College of Education and External Studies, a representative from the Ministry of Education and Sports, student leaders, the media, the Directorate for ICT Support (DICTS), Mastercard Foundation, Arizona State University(ASU)-USA, and a representative sample of staff from academic and administrative units of Makerere University.

Facilitated by Arizona State University (ASU) working closely with IODeL, the interactive co-creation sessions involved taking into account the milestones from phase 1 and leveraging the successes, as well as coming up with proposed strategies for phase 2.
The co-creation workshop involved understanding the concept transformation road mapping, using a grid to identify the current state of e-Learning and digital transformation at Makerere University and the desired state, assessment alignment on shared vision for the current and the desired state, and identifying learner needs in line with the desired state, among other items.
The workshop adopted a holistic approach to digital transformation focusing on the following themes: teaching and learning, student services, instructional infrastructure, leadership and culture, and partnerships. For each cluster, the participants proposed immediate, short-term and long-term strategies with respect to digital transformation in those processes. With each group presenting during the plenary sessions, the co-creation workshop was a success. The ideas were captured instantly feeding into the proposal for the phase 2 e-learning digital transformation roadmap (2025-2030).

At this highly participatory workshop, reaching consensus was a key factor in determining the ideas that were included in the proposal.
In addition to the aforementioned clusters, some of the broader aspects that the co-creation teams highlighted should be prioritized included:
- Adoption of e-supervision of students
- Increasing enrollment of international students through e-Learning
- Reducing the digital divide among learners
- Ensuring digital inclusion with programs sensitive to learners with disabilities
- Capacity building programmes for administrative support

Opening the co-creation workshop, Prof. Buyinza Mukadasi, Ag. Deputy Vice Chancellor (Academic Affairs) of Makerere University, conveyed the congratulatory messages from the University Council and Management on the successful completion of phase 1 and its remarkable achievements.
On behalf of the University Management, Prof. Buyinza said, phase 2 of the e-Learning Initiative should be a revolutionary phase, igniting Makerere University to be a key player in digital education and integration of technologies.
Reflecting on youth empowerment, Prof. Buyinza highlighted that phase 2 is student-centred with e-Learning and digital pedagogies addressing the needs of learners. In addition, Prof. Buyinza underscored that this approach will increase the number of students accessing quality education programmes at Makerere University at the national and international levels.

The Ag. Deputy Vice Chancellor (Academic Affairs) commended the Mastercard Foundation for partnering with Makerere University to empower the young people through education and technological advancements. Prof. Buyinza acknowledged the collaboration with the Mastercard Foundation and Arizona State University (ASU) for building the capacity of faculty at Makerere University.
Emphasizing the importance of building capacity, retooling and reshaping the curriculum to produce graduates who meet the demands of the modern workforce, Prof. Buyinza re-affirmed that Makerere University is a learning institution committed to embracing new approaches. He recognized the Institute of Open, Distance and e-Learning (IODeL) for holding onboarding workshops for the University leadership, staff and students in phase 1.
Prof. Buyinza testified that the onboarding sessions changed his perception, and transformed him into a firm believer in positioning e-Learning to champion the digital transformation agenda at Makerere University. He disclosed that he is a “convert” to the transformative potential of technology integration, learner-centeredness, industry partnerships, and lifelong learning, key features of University 5.0.

He urged participants to utilize the co-creation e-Learning digital transformation workshop to define institutional needs and expectations, allowing for a more rapid and collaborative advancement into the “revolutionary” phase 2.
Building on the Prof. Buyinza’s submission, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga informed the participants that phase 2, which focuses on e-Learning and digital transformation should empower the faculty and university at large to provide inclusive education. He implored the co-creation team and stakeholders to come up with digital strategies for students who are visually impaired and those with hearing impairments.
Prof. Mugagga emphasized the importance of continuous learning and self-examination, stating that even a professor should strive to be open to new knowledge. With reference to Socrates’ philosophy, he suggested that a life devoid of learning is not worth living.

In a moving testimony, the Principal explained that he is always learning new ideas from his techy savvy son. Prof. Mugagga shared that his son continues to be instrumental in teaching him online safety principles and techniques. This experience underscored the generational gap in digital literacy and the importance of adapting to the evolving digital landscape.
The Principal expressed his hope to learn from the workshop, acknowledging that digital transformation requires everyone to be proactive in acquiring new skills.
On behalf of the students, Hon. Julius Kiganda, the Minister of Academic Affairs at Makerere University commended the organisers for including students in the e-Learning digital transformation workshop. Hon. Kiganda pledged active participation in the training to ensure that the interests of the students are effectively captured.

Evaluating phase 1, Ann Nielsen from Mastercard Foundation recognized that the institutions had built a solid foundation, prompting a transition into phase 2 to address the unique needs of each university.
“Phase 2 will prioritize scaling training and knowledge mobilization, offering opportunities for scholars to pursue learning design and technologies, graduate certificates, master’s degrees, and professional certificates tailored for individuals seeking instructional design knowledge.
“Mastercard Foundation will emphasize inclusive learning practices, collaborating with experts to ensure accessibility and equity. The Foundation aims to enhance digital infrastructure, focusing on student support systems, quality management, and data-driven decision-making in order to meet diverse learner needs,” Nielsen explained.

The Foundation revealed that the ultimate goal is to collectively impact policies across the continent, advocating for e-learning as a valid and accredited pathway to quality education. Recognizing the network’s growing maturity, the initiative aims to position participating universities as leaders and resources, fostering collaborative learning and co-creation.
The Foundation’s participation stems from a belief in the future of young Africans, seeking to equip them with education and skills to fulfill their careers by strengthening institutions and scaling innovative solutions through technology. The focus shifts from a reactive response to a sustainable and long-term initiative.
Regan Matsiko, the IT Officer at the Ministry of Education and Sports, highlighted the Ministry’s commitment to digital advancement, drawing on prior experience with the national digital transformation roadmap initiated by the Ministry of ICT. “This roadmap, built on five key pillars including digital scaling and infrastructure development, serves as a foundation for current initiatives within the education sector.”

Matsiko emphasized the Ministry of Education and Sports’ development of a digital agenda last year as demonstration of a proactive approach to integrating technology.
He commended the partnership with universities in developing e-learning programs. Matsiko noted a shift towards a more integrated structure within the Ministry, where the ICT department now includes a dedicated e-learning department working directly with university partners, demonstrating a unified push for digital transformation in education.
The voices from key stakeholders set the stage for an interactive and high participatory training session. Lara Rabala the facilitator of the training outlined the primary objectives. These included: To collaboratively envision e-learning-driven classrooms, not only for the host institution but also for external partners, aligning proposed initiatives with McKinney’s strategies and broader community programs.
She noted that a key focus will be on formulating recommendations that correspond with critical areas to drive the development of a roadmap and implementation plan.

Labala stressed that the aim is to establish a clear vision for the future, crafting a transformative roadmap and a practical implementation plan. This roadmap will serve as the foundation for a tangible proposal to attract funding and partnerships, articulating the vision and direction for key learning and behavioral transformation.
Trainees were encouraged to respect the past as the foundation for the present and future, while also imagining innovative possibilities. Trainees, regardless of their expertise, were urged to maintain curiosity, open-mindedness, and value every voice.
The co-creation sessions featured the following clusters:
- Teaching and learning: Digital strategy, pedagogical services, faculty development and staff support
- Student services: Engagement-enrollment, Administrative support and Academic Support
- Instructional Infrastructure: Connectivity, Educational technology, and Instructional design learning analysis
- Leadership and Culture: Internal stakeholders, Leadership structure, Governance models, Innovative Culture
- Partnerships: Development, Evaluation and External Stakeholders
Closing the co-creation workshop, Prof. Birevu Muyinda said: “The exercise has presented us with an understanding of the major activities to be undertaken and the key priorities.”
With the support of the Mastercard Foundation and other partners, Makerere University is focused to develop a comprehensive e-learning roadmap, driving innovation and excellence in education.
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